This study aims to clarify the relationship between high school students “geography learning styles”　and geography learning to consider the nature of geography learning based on learner understanding.
 In previous studies, the understanding of the learners’ geography learning style has been examined through a measure of their entire subject learning understanding. Thus, as understanding geography　through these measures is a learning style for overall learning, it cannot be considered a geographyspecific　learning style. Instead, to understand the “geography learning styles”, it is reasonable to　understand the learners’ style of learning in the context of geography. This study focuses on sensory　and perceptual “geography learning styles”, which can be understood by focusing on the sensory stage,　in which students accept geography learning content without meaning through their physical organs,　and the perceptual stage, in which they receive it as a meaningful coherence, as a continuation of this.
 To this end, a questionnaire survey was conducted with high school students(n=607) using a sensory　and perceptual “geography learning styles” scale that consisted of “preference of Visual materials”,　“preference of Aural/Oral activities in peer group” and “preference of Drawing”. To reveal the learners’　sense and perception of “geography learning styles” and their characteristics, the following three　criteria were investigated and analysed: preference for geography, school career situation after　graduation as a characteristic of the school and gender.
 The results showed that students who had the appropriate sensory-perceptual “geography learning　styles” indicators (341 students, 56.2%) tended to have two or three multimodal indicators (250　students, 41.2%) more often than they had unimodal indicators (91 students, 15.0%).
 And there were significant differences at the 0.1% level in sensory and perceived “geography　learning styles” between high school students who liked geography and those who did not, and between　high school students in schools with high rates of higher education and those in schools with diverse　career paths. However, although significant differences at the 0.1% level were found by gender in the　“preference of visual materials” index and “preference of aural/oral activities in peer group” index, no　significant differences at the 0.1% level were shown in the “preference of drawing” index.
 Regarding the previous study through the scale of understanding learning styles in general, there was no significant difference by gender, but in the present study using the scale of sensory-perceptual “geography learning styles”, there was a significant difference by gender in the “preference of Visual materials”, “preference of Aural/Oral activities in peer group”.
 The sensory-perceptual “geography learning styles” of the high school students included in this study reflect their previous geography learning experiences of visual material activities, group discussions and drawing activities in geography learning. Based on this conception stage, the geography learning experiences given to the students also influence their sensory-perceptual “geography learning styles”.
 In this way, the students' sensory-perceptual “geography learning styles” and geography learning can　be considered to be in a relationship that mutually influences each other. Thus, it is clear that the geography learning experienced by high school students is a cyclical relationship that again influences their sensory-perceptual “geography learning styles”.
 This sensory-perceptual “geography learning styles” of the students is a characteristic that the　geography teacher must understand and be aware of, and then design a geography lesson that utilises a　two-pronged approach of either matching or deliberately not matching the teaching method.

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   This study aimed to clarify the actual situation of children's regional representation of their local area and the formation and transformation of their regional representations through classroom practice, using a case study of a third-grade elementary school social studies class in the local area studies. In analysing regional representations, we focused on geographical concepts such as place, space, and scale. We used quantitative text analysis to understand how the children constructed their regional representations using these concepts. The results of this study can be summarised as follows.
 First, we empirically demonstrated the characteristics and transformation process of children's regional representations in an introductory social studies unit for third-year elementary school students based on the relationship between classroom practice and children's learning. The relationship between children's regional representations and classroom practices was clarified by visualising the cooccurrence relationships and understanding their transformations through text mining. Children transformed their regional representation through field observations, mapmaking, and reinterpretation at different scales.
 Second, the study empirically demonstrates the use of geographical concepts in children's regional representations. Based on the regional representation the children retained before this study, they were asked to reconstruct their regional representation based on geographical concepts such as place, space, and scale, capturing the differences among places and focusing on the region's multifaceted nature. This study clarified children's perceptions of their local areas during the transition from living environment to social studies.
 The task was to develop an improved teaching model based on this study, considering children in the introductory social studies period, and to test it again. It is necessary to accumulate lesson practices in a geographical environment different from the present practice. In addition, the validity of the evaluation method for understanding children's regional representations should be examined and refined.

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